Download or read book Racial Inequity in Special Education written by Daniel J. Losen and published by Harvard Education Press. This book was released on 2002 with total page 0 pages. Available in PDF, EPUB and Kindle. Book excerpt: Racial inequities pervade special education in U.S. schools today. Minority children-especially African Americans-are far more likely than white children to be designated mentally retarded or emotionally disturbed and therefore in need of special education. Even when appropriately placed in special education classes, minority children often receive poorer services than disabled white children. This book explores the inequities experienced by minority schoolchildren in special education. These issues are examined as problems in their own right, and as reflections of persistent racial inequities in our system of public education. Racial Inequity in Special Education describes the scope of these problems, and provides a comprehensive review of attempts by legislators, child advocates, and educational and civil rights enforcement agencies to address these complex issues. The authors outline essential areas for further research and dialogue. An illuminating account of a widespread problem that has received little attention until now, Racial Inequity in Special Education sets the stage for a more fruitful discussion about special education and racial justice-a discussion that aims to advance racial equity in both special and general education.

Download or read book Addressing Over representation of African American Students in Special Education written by and published by Council Exceptional Children. This book was released on 2002 with total page 46 pages. Available in PDF, EPUB and Kindle. Book excerpt: This guide for administrators addresses the problem of the frequent over-identification of African American students as disabled resulting in over-representation of this population in special education programs. The guide focuses on preventive strategies--specifically, how administrators may use the prereferral intervention process, school climate, family involvement, and professional development to prevent and/or help reduce the over-representation of African American students in special education. The guide first presents an overview of over-representation, including U.S. Department of Education data showing the extent and seriousness of the problem. It then considers how the law supports administrators in addressing over-representation of African American students in special education. Next, the guide examines how experienced practitioners and researchers suggest administrators might intervene to prevent and eliminate the over-representation of African American students in their districts through a prereferral intervention process, attention to school climate, family involvement, and professional development. Resources on over-representation are also listed. (Contains 47 references.) (DB)

Download or read book Minority Students in Special and Gifted Education written by National Research Council and published by National Academies Press. This book was released on 2002-08-30 with total page 497 pages. Available in PDF, EPUB and Kindle. Book excerpt: Special education and gifted and talented programs were designed for children whose educational needs are not well met in regular classrooms. From their inceptions, these programs have had disproportionate representation of racial and ethnic minority students. What causes this disproportion? Is it a problem? Minority Students in Special and Gifted Education considers possible contributors to that disparity, including early biological and environmental influences and inequities in opportunities for preschool and K-12 education, as well as the possibilities of bias in the referral and assessment system that leads to placement in special programs. It examines the data on early childhood experience, on differences in educational opportunity, and on referral and placement. The book also considers whether disproportionate representation should be considered a problem. Do special education programs provide valuable educational services, or do they set students off on a path of lower educational expectations? Would students not now placed in gifted and talented programs benefit from raised expectations, more rigorous classes, and the gifted label, or would they suffer failure in classes for which they are unprepared? By examining this important problem in U.S. education and making recommendations for early intervention and general education, as well as for changes in referral and assessment processes, Minority Students in Special and Gifted Education will be an indispensable resource to educators throughout the nation, as well as to policy makers at all levels, from schools and school districts to the state and federal governments.

Download or read book DISPROPORTIONALITY IN EDUCATION AND SPECIAL EDUCATION written by Amity Lynn Noltemeyer and published by Charles C Thomas Publisher. This book was released on 2012-07-01 with total page 289 pages. Available in PDF, EPUB and Kindle. Book excerpt: Given the burgeoning number of diverse students in our nation’s schools, coupled with the potentially negative outcomes and wasted resources associated with the misidentification of students for special education and excessive use of exclusionary discipline for specific subgroups of students, it is imperative that educational professionals understand and address the implications arising from disproportionality for children both with and without disabilities. This text contributes unique perspectives and up-to-date information, including advances and research that have emerged since the last of the extant books was published. Presented in three sections, the first considers disproportionality in special education identification, with chapters examining overrepresentation by ethnicity, gender, and language. The second section addresses disproportionality in discipline, specifically focusing on inequalities in school disciplinary actions and juvenile justice decisions based on ethnicity and gender. The final section provides readers with approaches for addressing disproportionality and creating more equitable learning environments now and in the future. The text encourages bidirectional and evolving relationships between the topics examined in each chapter with the historical framework presented. Because of the comprehensive nature of the topics covered in the book, it is an ideal “one-stop” reference for readers aiming to acquire a broad understanding of the key issues related to the topic. The book will appeal to a range of potential readers, including university students and practitioners in the fields of education, psychology, sociology, gender studies, ethnic studies, and criminal justice as well as lay-readers interested in issues of equality and/or education.

Download or read book The Overrepresentation of African American Students in Special Education written by Susan M. Mateka and published by . This book was released on 2008 with total page 108 pages. Available in PDF, EPUB and Kindle. Book excerpt: The purpose of this qualitative study was to uncover and examine the perceptions of Special Education Administrators on the over-representation of African Americans in special education. Through surveys, scripted interviews, semi-structured interviews and archival data, this researcher asked participants to give their perceptions of the over-representation of African Americans in special education, the referral process utilized to determine if a student is eligible for special education services, and their perceptions of school district initiatives to reduce over-representation. The participants were 11 Special Education administrators with a continuum of administrative powers up to and including an assistant superintendent. Ten of the participants held Master's degrees, and one participant held a Doctoral degree. Participant perceptions of the over-representation of African Americans in special education often intertwined, so that there were shared themes across all three research questions. Overall, the participants acknowledged over-representation is an issue that needs attention through examination of teacher attitudes, teacher training, the referral process, and through initiatives that would lead to reducing over-representation. Most participants did not perceive an over-representation of African Americans in special education in their particular school district. Participant perceptions varied on the referral process used in their school district to determine if a student is eligible for special education services. Three participants perceived a cultural bias in the process, and nine perceived the process to be culturally unbiased. However, many of the participants acknowledged that referrals for an educational assessment are made before intense and appropriate interventions are put in place. Several participants said they see this more with African American students. The majority of the participants also indicated their perception that teachers often make referrals based on the inability to remediate disruptive behaviors. Initiatives to reduce the over-representation of African Americans in special education were described by participants in both negative and positive terms. Some participants indicated that initiatives are not needed in their district because they did not perceive an over-representation. Two participants acknowledged that initiatives are needed but they are costly and hard to implement. Most participants agreed that the Response to Intervention guidelines would lead to a decrease of African American representation in special education. The meaningful responses of the participants as related to the perceptions of over-representation reinforced the recommendations of those researchers cited in the review of literature. Those researchers promoted further study on the causes of over-representation of African Americans in special education and how educators can intervene in order to reduce the number of African American students placed in special education.

Download or read book Persistence and Pervasion of Disproportionate Representation of African American Students in Special Education Programs written by Billye D. Brown and published by . This book was released on 2001 with total page 406 pages. Available in PDF, EPUB and Kindle. Book excerpt:

Download or read book Untold Narratives written by Shawn Anthony Robinson and published by IAP. This book was released on 2018-02-01 with total page 154 pages. Available in PDF, EPUB and Kindle. Book excerpt: This edited book reflects a much needed area of scholarship as the voices of African American (AA) or Black students defined by various labels such as learning disability, blindness/visual impairment, cognitive development, speech or language impairment, and hearing impairment are rare within the scholarly literature. Students tagged with those identifiers within the Pk-20 academic system have not only been ignored, and discounted, but have also had their learning framed from a deficit perspective rather than a strength-based perspective. Moreover, it was uncommon to hear first person narratives about how AA students have understood their positions within the general education and special education systems. Therefore, with a pervasive lack of knowledge when it comes to understanding the experiences of AA with disabilities, this book describes personal experiences, and challenges the idea that AA students with disabilities are substandard. While this book will emphasize successful narratives, it will also provide counter-narratives to demystify the myth that those with disabilities cannot succeed or obtain terminal degrees. Overall, this edited book is a much needed contribution to the scholarly literature and may help teachers across a wide array of academic disciplines in meeting the academic and social needs of AA students with disabilities. ENDORSEMENTS: Dr. Shawn Robinson’s collection of personal narratives raises critical questions about the U. S. public education system. Written by African Americans compartmentalized in special education programs because of actual or perceived disabilities, these stories will impel readers even tangentially affiliated with educational institutions to consider testing, placement, mainstreaming, retention and promotion, and other assessment policies that determine grade-level readiness. Thanks to Robinson, the perspectives of these graduates who surmounted barriers to more positive and accommodating learning environments now receive proper attention. ~ John Pruitt, University of Wisconsin-Rock County With a bold vision, Dr. Shawn Anthony Robinson enters the discussion of Special Education with a collection of narratives that highlight the struggles and triumphs of marginalized students. In America, we have a long, contested history of “inclusion” of students of color and difference in our public, mainstream institutions. When these students are invited to the education table, they still must overcome persistent and pernicious barriers to true and equal educational opportunities. Consequently, students are left to “sink or swim” in oceans disparity and inequity. This collection of narratives and counter-narratives, confront the absence of adequate research and other empirical evidence of pedagogy and practice that would be essential to 21st Century progress in educational praxis. This volume represents one, important step towards adding new voices to the continuing struggle of meaningful inclusion. How might students of color and difference succeed in an education system that provides “no room to bloom? The authors address this challenge by exploring topics such as Aspirational Capital, Linguistic Capital, Familial Capital, Social Capital, Navigational Capital and Resistance Capital. The reader will be exposed to ideas that will help students “make a way out of no way” by working both within and against educational systems full of barriers and opportunities. Congratulations to Dr. Robinson and his colleagues as the content of this volume represents an important contribution to the extant literature. ~ Gregory A. Diggs , Denver, Colorado

Download or read book Addressing Over Representation of African American Students in Special Education written by United States Department of Education Ed and published by Scholar's Choice. This book was released on 2015-02-14 with total page 56 pages. Available in PDF, EPUB and Kindle. Book excerpt: This work has been selected by scholars as being culturally important, and is part of the knowledge base of civilization as we know it. This work was reproduced from the original artifact, and remains as true to the original work as possible. Therefore, you will see the original copyright references, library stamps (as most of these works have been housed in our most important libraries around the world), and other notations in the work. This work is in the public domain in the United States of America, and possibly other nations. Within the United States, you may freely copy and distribute this work, as no entity (individual or corporate) has a copyright on the body of the work.As a reproduction of a historical artifact, this work may contain missing or blurred pages, poor pictures, errant marks, etc. Scholars believe, and we concur, that this work is important enough to be preserved, reproduced, and made generally available to the public. We appreciate your support of the preservation process, and thank you for being an important part of keeping this knowledge alive and relevant.

Download or read book Why Are So Many Minority Students in Special Education written by Beth Harry and published by Teachers College Press. This book was released on 2014-04-01 with total page 257 pages. Available in PDF, EPUB and Kindle. Book excerpt: The second edition of this powerful book examines the disproportionate placement of Black and Hispanic students in special education. The authors present compelling, research-based stories representing the range of experiences faced by culturally and linguistically diverse students who fall in the liminal shadow of perceived disability. They examine the children's experiences, their families' interactions with school personnel, the teachers' and schools' estimation of the children and their families, and the school climate that influences decisions about referrals to special education. Based on the authors' 4 years of ethnographic research in a large, culturally diverse school district, the book concludes with recommendations for improving educational practice, teacher training, and policy renewal.

Download or read book Why are So Many Minority Students in Special Education written by Beth Harry and published by Teachers College Press. This book was released on 2006 with total page 224 pages. Available in PDF, EPUB and Kindle. Book excerpt: This powerful book examines the disproportionate placement of Black and Hispanic students in special education. The authors present compelling stories representing the range of experiences that culturally and linguistically diverse students are apt to face in school. They examine the children's experiences, their families, interactions with school personnel, the teachers, and schools' estimation of the children and their families, and the school climate that influences decisions about referrals. Based on the authors' work in a large, culturally diverse school district, the book concludes with recommendations for improving educational practice, teacher training, and policy renewal.

Download or read book The Marginalization of Students in Need written by O. Joseph Mahabir and published by Xlibris Corporation. This book was released on 2015-07-09 with total page 111 pages. Available in PDF, EPUB and Kindle. Book excerpt: This book surveys the exclusion of students with disabilities from obtaining an appropriate education in the early history of the nation to the current time. It finds that in spite of the tireless efforts of parents, advocates, court legislations and federal mandates, students with disabilities especially minority students and second language learners, still continue to be deprived of an appropriate education. Research conducted in a mid-sized urban school district in Southern California found that teachers recommendation of minority students and second language learners for special education referral was not in compliance with state and federal mandates. Even though there was an honest effort by both federal and state governments to improve the quality of education for children with disabilities this was not occurring at the school level. They still continue to be deprived of the opportunity for an education in the regular education setting and become candidates for referral to special education.

Download or read book The Causes of Overrepresentation of African American Students in Special Education written by Marvin E. Sims and published by . This book was released on 2006 with total page 44 pages. Available in PDF, EPUB and Kindle. Book excerpt:

Download or read book Overrepresentation of African American Students in Special Education Services written by Maria Roxana Rodriguez-Araya and published by . This book was released on 2007 with total page 106 pages. Available in PDF, EPUB and Kindle. Book excerpt:

Download or read book Overrepresentation of African American Students Receiving Special Education Services in the Public Schools in the State of Virginia written by Dorethea D. Dowl and published by . This book was released on 1998 with total page 112 pages. Available in PDF, EPUB and Kindle. Book excerpt:

Download or read book Factors Related to the Overrepresentation of African American Students in Special Education written by Shalonda Rae Garrett and published by . This book was released on 1994 with total page 130 pages. Available in PDF, EPUB and Kindle. Book excerpt:

Download or read book African American Parent Involvement in Special Education written by Pamela W. Thompson and published by . This book was released on 2014 with total page 121 pages. Available in PDF, EPUB and Kindle. Book excerpt: The disproportional representation of Black students in special education has been an issue of concern for many years in the United States. A review of the literature illustrates the struggle of African American children in the American educational system: from the Civil Rights Movement and desegregation to the re-segregation of these same children into special day classrooms. What the literature fails to report is how parental involvement might help educators address the problem of overrepresentation and the perceptions of the families who are affected by their children being placed in special educational settings. The purpose of this study was to describe and analyze the experiences and perceptions of African American parents who have male children receiving special education services in schools. Critical race theory was utilized as a framework to examine and challenge the manner in which race and racism impacts practices and procedures by school personnel dealing with African American parents. As such, qualitative data were gathered and analyzed to bring to light African American parents' experiences with the special education system servicing their male children. Many of the parents in this study stated that they had experienced obstacles that prevented them from meaningful participation in the educational planning for their children as members of the IEP process. The perceived obstacles that limited their parental involvement in special education were the following: communication between parents and the IEP team members; knowledge of special education laws; parental rights and roles in the process; African American academic success and placement; and school staff understanding of African American students culture and the need for diversity. The findings of this study yield important implications for policy and practice. These changes require a paradigm shift towards inclusive educational practices that support all students in the general education setting and a renewed commitment to improving parental involvement among African American parents at both the site and district levels. Educational leaders can support this shift through providing professional development and trainings to parents and site administrators on the legal guidelines established by Public Law 94-142 (IDEA). Future research include studies which could provide the field with more information as to why inequities in special education continue to plague African American males and their families.

Download or read book Why Are So Many Students of Color in Special Education written by Beth Harry and published by Teachers College Press. This book was released on 2022 with total page 183 pages. Available in PDF, EPUB and Kindle. Book excerpt: Bringing to life the voices of children, families, and school personnel, this bestseller describes in detail the school climates and social processes that place many children of color at risk of being assigned inappropriate disability labels. Now in its third edition, this powerful ethnographic study examines the placement of Black and Hispanic students in the subjectively determined, high-incidence disability categories of special education. The authors present compelling narratives representing the range of experiences faced by culturally and linguistically diverse students who fall under the liminal shadow of perceived disability. This edition updates the literature on disproportionality, highlighting the deeply embedded and systemic nature of this decades-old pattern in which reforms represent mere shifts across disability categories, while disproportionality remains. Applying lenses of cultural-historical and critical disability theories, this edition expands on the authors’ previous theoretical insights with updated recommendations for improving educational practice, teacher training, and policy renewal. Book Features: A unique examination of the school-based contributors to disproportionality based on research conducted in a large, culturally diverse school district.Holistic views of the referral and placement process detailing students’ trajectories across 4 years from initial instruction to referral, evaluation, and placement in special education.An update on the patterns and literature related to disproportionality.Analysis of the cultural-historical nature of disproportionality and the socially constructed nature of the high-incidence disability categories.Recommendations for changing the conceptualization of children’s learning difficulties, moving away from the presumption of children’s intrinsic deficits toward evaluations based on human variation.